Assessment for learning is simple and effective.

It involves three things:

1. Getting information from learners about what they have learned and using that information to inform teaching. (Eliciting and Using Information)
2. Helping learners to understand what their learning is being judged against and encouraging them to think about and use assessment criteria. (Opening Up Success Criteria)
3. Giving feedback that shows learners what they have done well and that explains how they can improve. (Giving Formative Feedback)

The first point means that teaching is more effective, efficient and responsive.

It is based around what learners know and what they can do, rather than being an inflexible procession through the curriculum.

The second point means that learners come to appreciate what assessment is about, how it works and what it is for.

They develop knowledge of the assessment criteria used to judge their work.

This means they are better placed to produce work that meets those demands, be they teacher success criteria in a Year 4 lesson or external mark-schemes from A Level exam boards.

As part of this, they come to understand how to identify strengths and areas for improvement in their work, which helps them to take control of their learning.

The third point means that learners are given formative feedback.

This is feedback that is about their learning.

It helps them to understand what they have done well and what they need to do to improve.

By giving a comment, verbally or in writing, that contains strengths and a target, the teacher helps learners to make progress.

This is because:

1. They help the learner to understand what constitutes good work (through the strengths)
2. They motivate the learner through praise (via the strengths)
3. They make clear what the learner needs to do to improve (via the target)
4. And they explain how to go about this (through the target)

Now, let’s recap, and demonstrate just how simple assessment for learning really is.

Assessment for learning involves three things:

1. Eliciting and using information.
2. Opening up success criteria.
3. Giving formative feedback.

Remember that and you’re over halfway there!

Do a combination of them every lesson, or across a couple of lessons, and you’ve cracked it.

Do that consistently, and it’s likely you’ll produce great outcomes.

It really isn’t any more complicated than that.

What exactly is formative assessment and how does it connect to assessment for learning?

There are two types of assessment used in schools: formative and summative.

Formative Assessment

Formative assessment = assessment for learning = written or verbal feedback that explains why work is good and how it can be improved.

For example:

‘This is an excellent piece of work Johnny.

Strengths:         

• You have shown a clear understanding of the meaning of migration patterns.
• You have used examples to illustrate the different aspects of migration patterns.
• You have suggested aspects you think are most important. This shows you are confident in making judgements about migration patterns.

Target:

• Assess the advantages and disadvantages of inward migration to a country. By doing this you will demonstrate that you can think critically about the topic. You might start off by saying: ‘The advantages of inward migration include…’’

Summative Assessment

Summative assessment = assessment of learning = a grade or number summing up the level of the work. For example:

Well done, Johnny. 72%.

Now, clearly one of these approaches helps the learner to learn and one helps the teacher to keep track of attainment. I will leave it to you to work out which is which.

How do I use formative and summative assessment?

As a teacher it is important to keep track of your learners’ progress.

When you mark their work, keep a record of the summative results.

Share this with your learners at appropriate points in the year. I would suggest three or four times is enough, although it may differ depending on the age group. You will need to make the choice yourself,

Other than that, consistently use formative assessment with your learners.

Giving them targets and showing them what they have done well will help them to learn.

Giving grades, marks and levels is generally less effective.

To reinforce this point, consider the differing informational content of the formative and summative examples above.

One gives access to the teacher’s expertise. One does not.

If you give summative and formative feedback together, the summative assessment will tend to detract from the formative assessment.

Try it and see – learners will immediately start asking each other what they got and frequently ignore the strengths and targets you’ve written about.

To make sure the targets you set are followed up, keep track of them.

This is essential.

Formative feedback loses its impact if learners do not act on it.

If targets are not implemented, they don’t have an effect.

Stick a tracking sheet in the front of learners’ books.

They can write their targets in this as they go along.

You might also leave a space where they can explain how they have met each target.

Three ways to ensure that learners make use of the targets you set them are:

• Ensure you give lesson time over to talking about and implementing targets.
• Refer to learners’ targets. Encourage learners to refer to them as well.
• Before learners begin a major piece of work, ask them to write their target at the top of the page and then to write a paragraph at the end explaining whether they have achieved it or not.

How do I know that assessment for learning works?

I think it is logically deducible from the premises. Without going into an extended analysis, consider this:

• Getting information from learners about their learning and using this = teaching that is more geared toward learner needs.
• Learners with a better idea of the criteria being used to assess their work = learners who have a better idea of what they need to do to be successful.
• Giving feedback that shows what learners have done well and how they can improve = learners who know what is good and why, and who know what improvements to make and why.

There is also an evidence base behind assessment for learning.

The book that details the original research is:

• Assessment for Learning: Putting it Into Practice, by Paul Black, Chris Harrison, Clare Lee, Bethan Marshall and Dylan Wiliam (Open University Press, 2003)

This is an excellent book that I would strongly recommend.

In addition, the following booklets explain the research, and they are well worth reading as well:

• Inside the Black Box, by Paul Black and Dylan Wiliam (Letts, 1998)
• Working Inside the Black Box, by Paul Black, Chris Harrison, Clare Lee, Bethan Marshall and Dylan Wiliam (Letts, 1998)